- actively model change and lead professional learning for staff as per the School Leadership Strategy
- engage community for the purpose of enhancing School Excellence
- consistently communicate research findings related to a culture of high expectations
- develop processes and protocols to encourage and foster trusting and respectful relationships and conversations with the broader community
- display genuine interest in students and parents and remain non-judgemental
- support teachers to recognise and celebrate diversity in the community
- challenge the beliefs and assumptions of leaders, teachers and parents
- promote a positive self-identity for students and their families
- embrace leadership within the community
- establish policies and practices which emphasise the importance of parents and community members engaging in decision making.
Teacher, student and parent expectations all play a role in ensuring optimum outcomes for students. Managing community expectations requires strong leadership and open communication channels.
Community and culture
Biraban Public School has established strong learning alliances that support the educational outcomes and wellbeing of Aboriginal students. An Aboriginal community member is employed full-time as an Aboriginal education officer.
The school committed to lifting expectations for students by examining its strengths and core purpose in collaboration with community groups. The annual ‘yarn up’ consultation with the local Aboriginal community, students and staff contributed to feedback on specific focus areas. Professional learning for staff around Connecting to Country was developed. Workshops on MGoals engaged staff, parents and the broader community.
The school welcomes the community to annual events such as local blokes’ day, local ladies’ day and has established partnerships with the local Men’s Shed and the Salvation Army. The school also runs several playgroups for local preschool children.